Download or read book A Comparative Study of the Academic Achievement of Limited English Proficient Students Who Were Placed in a Transitional Bilingual Program and Students Who Were Denied a Bilingual Education at the Parents Request written by Araceli G. Ramos and published by . This book was released on 1999 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Academic Achievement of Limited English Proficient Students in a Bilingual Education Setting and Students who Were Denied Bilingual Education at the Parents Request written by Ramona Soliz Montemayor and published by . This book was released on 1998 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating Emergent Bilinguals written by Ofelia Garcia and published by Teachers College Press. This book was released on 2018-04-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.
Download or read book A Longitudinal Study of a Bilingual Education Program Versus English as a Second Language ESL Program written by Hedith Sauceda-Upshaw and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLB) holds every state, district, and school accountable for students’ academic progress. It has also revealed the extent to which schools have failed non-English-speaking students by requiring states and districts for the first time to disaggregate their reading and math scores on annual assessments. The large achievement gap has moved educators, scholars, and policymakers to try urgently to reverse decades of neglect, and the scale of the challenge is growing exponentially (Russakoff, 2011). According to Russakoff (2011), “How to teach academic English is a growing focus of research, but there is insufficient evidence to determine which approach best raises student achievement” (p. 3). The purpose of this study was to determine whether a statistically significant difference existed longitudinally between the reading achievements of students who participated in a bilingual program versus an English as a Second Language (ESL) program as measured by the State of Texas Assessments of Academic Readiness (STAAR). This study examined the academic achievement of 86 non-mobile, economically disadvantaged Hispanic students who were currently or previously identified as limited English proficient and were enrolled in either the content-based English as a Second language program or the English Language Acquisition Model of bilingual education. A paired samples t-test was conducted for each year of data to compare the two groups’ raw scores on the STAAR in the area of reading. Additionally, Pearson chi-square procedures were conducted to determine whether a statistically significant difference was present in the percentage of students who met the Satisfactory, Commended, or Advanced Performance standard by the type of ELL program in which they were enrolled. The findings revealed the academic outcomes of the students enrolled in the content-based English as a Second Language program and the English Language Acquisition Model of bilingual education and served as information for the district as to which program model was more beneficial for the instruction of English language learners. A statistically significant difference was present in the STAAR Reading scores between students enrolled in the Bilingual program and students enrolled in an ESL program for the three years in which the measure was applied. Students in the ESL program outperformed students in the Bilingual program. In addition, though not statistically significantly different, more students in the ESL program met the Satisfactory, Commended, and Advanced Performance standard than did students in the Bilingual Education Program for the three years evaluated. A second purpose was to survey campus principals, district teachers, and parents of LEP students to examine the beliefs of the quality of the bilingual education program versus the ESL program as well as to examine the teacher beliefs of the quality of staff development being offered to educators in the field. The data collected for campus administrators indicated a value of native language instruction support, however, a more favorable support for English language. Teacher survey responses indicated a favorable response for the bilingual program’s use to assist in the transitioning of the native language knowledge to the secondary language of English and a support for the ESL program’s ability to provide necessary support in the process of learning the English language. Furthermore, the study found that the majority of teachers did find the staff developing favorably and believed there was benefit to the staff development offerings in the district; however, not all teachers felt that it assisted them in the classroom with their ELL students. The data collected in this study for parents of the student participants, indicated that the program was beneficial, Spanish spoken in the home was supported, and native language was not lost.
Download or read book Academic Achievement Patterns of Former English Language Learners Served in a Bilingual Education Program written by Altagracia Guerrero and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Current accountability systems for programs serving English language learners (ELLs) focus on the achievement level of students who are still classified as "limited English proficient" (de Jong, 2004). Thus, there are no data documenting whether the academic achievement of this group of students is sustained beyond the year of exit. Analyzing the data of former ELLs as a student group can provide relevant information for long-term district and program accountability (de Jong, 2004). Since educators who serve this special population of students have the dual responsibility of ensuring mastery of the content area curriculum and acquisition of the English language, it is imperative that bilingual education programs are evaluated to determine the level of ELL academic success. The purpose of this study was to examine the long-term academic success of students formerly served in a bilingual education program so that achievement patterns are identified and future achievement, as measured by standardized tests, can be predicted. This research addressed the achievement patterns of former bilingual education students in math and reading, as measured by the Texas Assessment of Knowledge and Skills (TAKS). It compared the achievement rates of fifth and eighth grade students who exited the bilingual education program at different grade levels. The fifth and eighth grade 2010 TAKS data were categorized in two groups of former bilingual education students who met program exit criteria, those who met early-exit criteria at the end of first or second grade and those who met late-exit criteria at the end of third or fourth grade.
Download or read book Final Report Longitudinal Study of Structured English Immersion Strategy Early exit and Late exit Transitional Bilingual Education Programs for Language minority Children written by and published by . This book was released on 1991 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality and Academic Predictors of the Achievement of Bilingual Students Mainstreamed Into Monolingual English Classrooms written by Ileana Medina Neiger and published by . This book was released on 1993 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Investigation of the Effects of English as a Second Language ESL Instruction written by Marlene Sue Kamm and published by . This book was released on 1987 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching and Testing for Academic Achievement written by Muriel Saville-Troike and published by . This book was released on 1991 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Dual Language Programs on the Student Achievement of English Learners written by Ignacio Reyes and published by . This book was released on 2014 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nation's increasing Spanish speaking population with limited English proficiency poses a challenge to the educational system. Educational policy and practice are influenced by conflicting interpretations of research causing opposing opinions about language of instruction for English language Learners. After many years of research, there is no conclusive evidence on which method better serves English Learners towards English language proficiency. This study compared the achievement of English Learners who participated in a dual language program with English Learners who participated in a traditional classroom program. CST scores in English language arts were analyzed to compare academic progress, to determine which instructional approach better serves this student population in pursuing academic English language proficiency. The results suggest that English Learners who participated in the Dual Language Academy showed greater achievement than the English Learners who did not participate. These findings are congruent with bilingual education advocates asserting that English Learners' performance in these types of programs is better than, or at least as good as English Learners' performance in programs conducted only in English.
Download or read book The Educational and Labor Market Impacts of Bilingual Education in the Short and Long Run written by Mark Hugo López and published by . This book was released on 1996 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dual Language Education English as a New Language Support Transitional Bilingual Education and Monolingual Classroom Education written by Monika K. Herrera and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the academic performance of third grade English Language Learners (ELLs) in dual language classes to third grade students who received ENL instruction only and to third grade students in bilingual education programs on the New York State (NYS) Standardized ELA and Math assessments. Additionally, the academic performance of third grade English Proficient (EP) who have attended a dual language program with performance of EP students educated in regular monolingual classroom was compared. A sample of 72 ELL students and a group of 57 EP students were compared. The results revealed significantly higher academic performance on ELA and Math assessment among ELL and EP students participating in dual language classes over their peers educated in different setting. The current study revealed the importance of educating ELL and EP students in dual language setting and its benefits.
Download or read book Emergent Bilingual Students and Their Academic Performance written by John R. Slate and published by Cambridge Scholars Publishing. This book was released on 2023-09-07 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emergent Bilinguals, formerly known as English Language Learners, are one of the fastest growing subgroups in the United States. Their educational needs are not well met by the educational system. In this book, we report results of empirical, multiyear studies about their reading and mathematics performance, both at the elementary school and high school levels. Given that state education agencies collect enormous amounts of information that are typically not well analyzed, this book serves as an exemplar of secondary data analyses. Educational leaders, educational researchers, and legislators and policymakers, will find the chapters in this book useful. Findings from these statewide analyses can provide readers with baselines of the performance of Emergent Bilingual students, prior to the Covid-19 pandemic, in reading and in mathematics. Changes in instructional practices and in educational programming could be made based upon the numerous statistical results present in this book.
Download or read book A Comparative Study of the Academic Performance of Middle School English Language Learners Relative to Enrollment in Bilingual and Mainstream Programs in Elementary School written by Cynthia Galindo Smith and published by . This book was released on 2016 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic performance of middle school English language learners (ELLs) and analyze how their enrollment in an elementary bilingual or mainstream program impacted their academic performance over time. The Migration Policy Institute, in 2012, revealed that approximately 5.3 million ELLs were enrolled in the U.S. PK-12 public schools. Despite belonging to the largest ethnic group within the United States, Hispanic students continue to lag behind other racial groups with regard to academic success. Using of a repeated-measures factorial analysis of variance (ANOVA), scale reading scores from the State of Texas Assessments of Academic Readiness (STAAR) were examined to determine differences in the academic performance over time of middle school ELLs relative to their enrollment in different elementary delivery programs. The study used a matched control sample of 300 current eighth grade ELL students who were divided into two groups, 150 ELLs who had been enrolled in an elementary bilingual program and 150 ELLs who had been enrolled in an elementary mainstream program. Analysis of each participant’s sixth, seventh, and eighth grade STAAR reading assessment indicated that type of program and time both had a statistically significant main effect on the academic performance of ELL students. The major findings of this study did support the literature that states elementary bilingual programs benefit ELL students even past their elementary grades.
Download or read book Student Reading Achievement in Dual Language and Transitional Bilingual Programs written by Valerie Hernandez and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing demands imposed by state standards for students to show proficiency at high levels in reading and writing, instruction for the English language learner is critical. Dual language programs address English proficiency through instruction that first helps the ELL become proficient in a native language while simultaneously teaching English. Leaders responsible for supporting instructional programs that best achieve this goal will find it imperative to understand how and if dual language programs can be effective. This study examined three years of 5th grade reading TAKS results between the years 2009-2011 to compare the performance of students in a dual language program to students in a transitional bilingual program. Results showed that dual language students performed better than those in the transitional program. The study aimed to provide leaders with data to continue dialogue about how to improve the performance of a critical demographic group in schools today.
Download or read book Rudolph Richard C Thunberg in Japan and His Flora Japonica in Japanese written by and published by . This book was released on 1974 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Bilingual Education on Language Achievement and Self efficacy of Hispanic Students written by Lisa A. Hewitt and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Much controversy exists surrounding the education of Hispanic English Language Learners (ELLs). This large and growing group presents significant challenges to educators. Foremost among these challenges is the question of whether bilingual or English-only education is most appropriate for enhancing ELLs' language proficiency and achievement. Despite decades of controversy and research in the field of bilingual education, the debate is ongoing. Additionally, Hispanic ELLs are profoundly affected by other cultural and educational factors. One potentially important factor with limited research involves the academic self-efficacy of ELLs. This study examined the relationship of bilingual and English-only education to Hispanic ELLs' language proficiency, academic achievement, and academic self-efficacy. Participants were eighth-grade Hispanic students from a large southwestern school district. Data were collected from school district records, and a self-efficacy questionnaire was administered to a subsample of students. Analyses included t-tests, ANOVA, ANCOVA, and regression procedures to measure relationships between ELL students who received bilingual education (the Bilingual group) or English-only education (the Mainstream ELL group), as well as a Comparison group of non-ELL Hispanic students. It was hypothesized that the Bilingual group would demonstrate advantages over the other two groups in English proficiency, academic achievement, and academic self-efficacy. Analyses revealed few significant group differences. The Bilingual group did not attain significantly higher English proficiency than the Mainstream ELL group by third grade. The Bilingual group did not demonstrate significantly higher achievement scores than the Mainstream ELL group, but their scores were significantly higher than the Comparison group. There were no significant differences between groups on academic self-efficacy. Regression analyses indicated that the length of time spent in bilingual education did not predict students' language proficiency, achievement, or academic self-efficacy. A final analysis indicated that academic self-efficacy and third grade English proficiency scores were significant predictors of eighth-grade achievement. Conclusions indicate modest benefits for ELL students attending bilingual education, but more advantages may have been evident had more years of bilingual education been provided to students. Clearly, increased attention to academic self-efficacy and English proficiency may be appropriate regardless of the type of educational placement. Further studies should examine other factors affecting the quality of education provided to ELL students.
